高中英语人教版必修3 Unit 1 全单元教案设计Word文档格式.docx

1、 羡慕starvevt. & vi. （使）饿死; 饿得要死energeticadj. 充满活力的; 积极的originn. 起源; 由来; 起因customn. 习惯; 风俗religiousadj. 虔诚的; 宗教上的clothingn. 衣服ancestorn. 祖先; 祖宗worldwideadj. 遍及全世界的feastn. 节日; 盛宴permissionn. 许可; 允许beliefn. 信任; 信心; 信仰fooln. 愚人vt. 愚弄vi. 干傻事trickn. 诡计; 恶作剧; 窍门apologizevi. 道歉; 辩白arrivaln. 到来; 到达; 到达者drown

2、vi. 溺死; 淹死gainvt. 得到; 获得obviousadj. 明显的; 显而易见的independencen. 独立; 自主remindvt. 提醒; 使想起gathervt. , vi. & n. 集合; 聚集weepn. 哭vi. 哭泣; 流泪agriculturen. 农业; 农艺; 农学forgivevt. 原谅; 饶恕短语take place发生turn up出现; 到场in memory of纪念; 追念keep ones word守信用; 履行诺言dress up盛装; 打扮;装饰hold ones breath屏息; 屏气play a trick on搞恶作剧; 诈骗

3、; 开玩笑set off出发; 动身; 使爆炸look forward to期待; 期望; 盼望remind. . . of. . . 使想起day and night日夜; 昼夜; 整天be proud of以而自豪as though好像in the shape of以/呈现的形式/形状have fun with玩得开心be covered with被所覆盖重要句型1. . . . people would starve if food was difficult to find. （the subjunctive mood）2. The country, covered with cher

4、ry tree flowers, looks as though it is covered with pink snow. （as though. . . ）3. Finding that. . . , her grandmother finally decided. . . （the present participle used as adverbial. ）4. It was obvious that the manager of the coffee shop was waiting. . . （It is+adj. +that. . . ）5. “. . . I dont want

5、 them to remind me of her. ” So he did. （So+S. +do/does/did. ）6. There was Hu Jin waving at him and calling, . . . （Inversion）功能1. Making phone callsMay I speak to. . . ?Can I ring/call back later?Hold/Hang on, please.Ill ring him/her up again.Just a moment, please.Sorry, he/she isnt here right now.

6、2. InvitationsI wonder if you are interested in. . . .Id like to invite you to. . . .Would you like. . . ?Could/Would you please. . . ?Im looking forward to. . . .Id love to, but. . . .3. ThanksThank you so much.Thanks a lot.Thats very kind of you.Youre most welcome.Dont mention it.Its a pleasure.语法

7、The use of can, could, may, might, will, would, shall, should, must, cant1. can and couldJin can speak English well. （ability）Could you please show me the way to Beihai Park? （request）2. may and mightMay we see the awards for the teams? （permission; request）She might give you some new clothing. （pos

8、sibility）3. will and wouldThe Spring Festival is the most fun. The whole family will come for dinner. （promise; agreement）Often he would dress up like a rich man. （past habit; custom）4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends. （promise;You should arr

9、ive at the airport two hours before he goes. （advice）5. must and cantWang Feng wins an award every year. He must be very strong. （speculation）You must be joking. That cant be true. （guessing）教学重点1. Get students to know about festivals around the world.2. Have students learn some useful new words and

10、 expressions about festivals and customs and let them learn effective ways to remember English vocabulary.3. Enable students to grasp and use the expressions of request and thanks.4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall, should, must and cant

11、.5. Develop students listening, speaking, reading and writing abilities.教学难点1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and cant.2. Let students learn to write a different ending of a story.3. Develop students integrative skills.课时安排Periods needed

12、: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up an

13、d learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have

14、students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their countrys cultural events.Th

15、e Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities thos

16、e festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.The reading passage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different

17、 kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a

18、 lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much

19、they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their ow

20、n words at the end of the class. In order to arouse students interest, the teacher can hold a competition between groups.1. Let students learn more about history and basic knowledge of festivals.2. Get students to learn different reading skills.1. Develop students reading ability.2. Enable students

21、to talk about festivals and celebrations.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, E

22、aster, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with2. Let students learn about history and basic knowledge of festivals both in and out of China.能力目标1. Develop students reading ability and let them learn di

23、fferent reading skills.情感目标1. Stimulate students love for their own national culture and customs.2. Develop students sense of cooperative learning.教学过程设计方案（一）Step 1 Leading-inHave a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?When did yo

24、u feel most happy and excited? Why?（At the Spring Festival. Because its the most important festival in our country. . . ）Step 2 Warming up1. Let students brainstorm the other Chinese festivals.（Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Years Day, Chun

25、g Yeung Festival. . . ）2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:When does the festival come?What do people celebrate?What do people do?FestivalsDateNew YearJanuary 1stTeachers DaySeptember 10thInternational Womens DayMarch 8thNati

26、onal DayOctober 1stArbor DayMarch 12thThe Spring FestivalLunar New YearInternational Labor DayMay 1stDragon Boat Festivalthe fifth day of the fifth lunar monthInternational Childrens DayJune 1stMid-Autumn Festivalthe 15th day of the 8th lunar monthArmy DayAugust 1stLantern Festivalthe 15th day of th

27、e 1st lunar monthChinese Youth DayMay 4thPure Brightness DayApril the fifth3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.Time of year/dateWhat it celebratesWhat people doautumn/fallthe beauty of the full

28、moon, harvest, time with family and friendsgive/eat moon cakes and watch the full moon with family and friends4. Talk about some foreign festivals with students.（Christmas, April Fools Day, Easter, Halloween, Valentines Day, Thanksgiving Day, . . . ）Step 3 Pre-reading1. Let students discuss the foll

29、owing questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like bestthe activities, the music, the sights, the food or the people who visit?2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.Step 4 Reading1. Fast readingAsk students to skim the reading passage and then fill in the following chart.Kinds of FestivalsNames of FestivalsCountriesHarvestSpring（Let students look through the chart and then read the text silently. Three mi